Technologies: Experiences and Outcomes

Technologies

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The technologies framework has six organisers:

  • Technological developments in society
  • ICT to enhance learning
  • Business
  • Computing Science
  • Food and textiles
  • Craft, design, engineering and graphics

The final four organisers are contexts for developing technological skills and knowledge.

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Technologies Curriculum Area

Technologies Progress Report

Overview of qualifications in the technologies curriculum area

A vision for qualifications in the technologies curriculum area

The Curriculum for Excellence values, purposes and principles will underpin all new and revised National Qualifications. Learners should have opportunities to continue to acquire and develop the attributes and capabilities of the four capacities as well as skills for learning, life and work.

Technology has been defined as‘the application of knowledge and skills to extend human capabilities and to help satisfy human needs and wants’(Curriculum for Excellence:technologies principles and practicepaper1).

For the purposes of qualifications in the senior phase this definition needs to be amplified and focused…

Suites of Courses: National Courses

  • Computing Science National 3 to 7
  • Graphic Communication [at National 3 Design and Technology]
  • Design and Manufacture [at National 3 Design and Technology]
  • Engineering Science [at National 3 Design and Technology]
  • Practical Technology National 3 to 5 [Woodworking/Metalworking/Electronics]

Other course

  • …course for skills for work including Creative Digital Media and Construction Crafts…
  • …other NPA and NC courses…

Each course has lateral and vertical progression routes.

Technological Developments in Society

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Experiences and Outcomes for Technological developments in society within Curriculum for Excellence.

Early First Second Third Fourth
I enjoy playing with and exploring technologies to discover what they can do and how they can help us.

By exploring and using technologies in the wider world, I can consider the ways in which they help.

I can compare traditional with contemporary production methods to assess their contribution in the world around me and explain the impact of related technological changes.

I can work with others to generate, discuss and develop imaginative ideas to create a product of the future.

When exploring technologies in the world around me, I can use what I learn to help to design or improve my ideas or products.

From my studies of technologies in the world around me, I can begin to understand the relationship between key scientific principles and technological developments.

Having investigated a current trend of technological advance in Scotland or beyond, I can debate the short- and long-term possibilities of the technological development becoming a reality.

By exploring current news items of technological interest, I have raised questions on the issues and can share my thoughts.

I can investigate how an everyday product has changed over time to gain an awareness of the link between scientific and technological developments.

I can debate the possible future impact of new and emerging technologies on economic prosperity and the environment.

Within and beyond my place of learning, I can reduce, re-use and recycle resources I use, to help care for the environment.

Throughout all my learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.

Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way.

From my studies of sustainable development, I can reflect on the implications and ethical issues arising from technological developments for individuals and societies.

I can examine a range of materials, processes or designs in my local community to consider and discuss their environmental, social and economic impact, discussing the possible lifetime cost to the environment in Scotland or beyond.

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond.

Technologies: Assessing Progress and Achievement Professional Learning Resource

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This resource supplements the advice in the Principles and Practice paper for technologies to support practitioners in capturing what children and young people have achieved as a result of learning related to experiences and outcomes from early to third curriculum levels in technologies.

PDF file: Assessing progress and achievement in technologies (427 KB)

See also:

PDF file: Monitoring and tracking progress and achievement in the broad general education (421 KB)

Computing Science Contexts for Developing Technological Skills and Knowledge

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Experiences and Outcomes for Computing Science within Curriculum for Excellence.

Early First Second Third Fourth
I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others.

I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others.

By considering ways to protect technological devices, I can act safely and responsibly when selecting and using different technologies to communicate and collaborate.

I can work with others to plan and use a learning group for sharing experiences, ideas and information within a secure online environment.

I can compare different forms of security software to gain knowledge and understanding of their functions in protecting contemporary technologies.

I can build a digital solution which includes some aspects of multimedia to communicate information to others.

I can integrate different media to create a digital solution which allows interaction and collaboration with others.

Having gained knowledge and understanding of the components of a computer, I can make an informed choice when deciding on the system required for a specific purpose.

Through research, I can gain knowledge of computer systems or emerging technologies to understand their differing features and consider their suitability for the world of work.

I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.

I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.

Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive multimedia.

Using appropriate software, I can work individually or collaboratively to design and implement a game, animation or other application.

By learning the basic principles of a programming language or control technology, I can design a solution to a scenario, implement it and evaluate its success.

I can create graphics and animations using appropriate software which utilise my skills and knowledge of the application.

I can use features of software to create my own animation which can then be used to create an animated sequence.

Technologies: Principles and Practice

Technologies

The Technologies curriculum area principles and practice documents can be found here.

The principles and practice document is essential reading for teachers as they begin, and then develop, their work with the statements of experiences and outcomes. It sets out the purposes of learning within the curriculum area, describes how the experiences are organised, and offers guidance on aspects such as learning and teaching, broad features of assessment, progression and connections with other areas of the curriculum.

What does learning in the technologies enable children and young people to do?

  • essential in maintaining Scotland’s economic prosperity
  • scope for developing technological skills, knowledge, understanding and attributes through creative, practical and work-=related activities
  • rich context for developing the four capacities and for developing life skills

What are the main purposes of learning in the technologies?

How are the technologies experiences and outcomes organised?

What skills are developed in the technologies?

What learning and teaching approaches are useful in the technologies?

What does ICT mean within this framework?

How can ICT enhance learning and teaching?

What is the difference between computing and ICT?

What is the significance of the italicised experiences and outcomes in ICT?

What are the broad features of assessment in technologies?

How can I make connections within and beyond the technologies?